The Comparison of Problem Based and Project Based Learning Methods in Physics Teaching / Uspoređivanje metoda učenja utemeljenoga na problemskom i projektnom učenju u nastavi Fizike

Abstract

The aim of this study is to compare the Project Based Learning (PjBL) and Problem Based Learning (PBL) applications used in physics teaching according to the students' academic achievement development, Problem Solving Skills (PSS) development and analysis of application environments. This research was carried out based on the specific situation method with 48 students studying in the 9th, in which "Electricity and Magnetism” unit in physics class is taught at a Science High School located in the Marmara Region of Turkey. Quantitative and qualitative data collection tools were used in the study. Quantitative data were analyzed with the use of the SPSS statistical program. Qualitative data were evaluated by using content analysis and document analysis. The findings suggest that the applications based on the PBL method are more effective than the applications based on the PBL method. In addition, both methods contribute to increasing students' academic success, their interest in physics and their responsibilities towards learning physics. According to the results of the research, physics teachers should obtain relevant information necessary for forming compatible groups when applying the PBL and PBL methods in the classroom. Key words: physics teaching; project based learning; problem based learning; problem solving skills; electricity and magnetism---Cilj je ovoga istraživanja usporediti primjenu projektnoga učenja (Project Based Learning - PjBL) i problemskoga učenja (Problem Based Learning - PBL) u nastavi Fizike na osnovi razvoja učeničkih postignuća, razvoja vještina rješavanja problema (Problem Solving Skills - PSS) i analizi područja primjene. Ovo istraživanje provedeno je metodom osobite situacije s 48 učenika 9. razreda na satu Fizike, obrađujući temu „Elektricitet i magnetizam" u Prirodoslovnoj gimnaziji u turskoj Mramornoj regiji. U ovom istraživanju korištena su kvantitativna i kvalitativna sredstva za prikupljanje podataka. Kvantitativni podatci analizirani su pomoću statističkoga programa SPSS. Kvalitativni podatci su evaluirani koristeći sadržajnu analizu i analizu dokumenata. Rezultati upućuju na to da je primjena metode projektnoga učenja učinkovitija u odnosu na primjenu problemskoga učenja. Osim toga, obje metode doprinose poboljšanju učeničkih postignuća, njihova interesa za fiziku i odgovornosti prema učenju fizike. Prema rezultatima istraživanja, nastavnici Fizike trebali bi ispuniti potrebni korak prikupljanja informacija i obratiti pozornost na usaglašenost grupa koje će biti formirane u učionici pri primjeni metoda projektnoga učenja (PjBL) i problemskoga učenja (PBL).Ključne riječi: nastava Fizike; projektno učenje; problemsko učenje; vještine rješavanja problema; elektricitet i magnetizam.